Rozšiřující studium AJ pro ZŠ


The Literature, culture and history programme consists of the following courses:

  • History, Culture and Literature of Great Britain I (beginnings up until the end of the eighteenth century)
  • History, Culture and Literature of Great Britain II (the nineteenth century)
  • History, Culture and Literature of Great Britain III (the twentieth century to the present)
  • History, Culture and Literature of the USA I (beginnings till the end of the nineteenth century)
  • History, Culture and Literature of the USA II (the twentieth century to the present)

The course Literature for Children is a hybrid methodology-literature course that is partly reflected in the Literature/Didactics final examination.

Throughout the programme, the students maintain a portfolio of worksheets, classroom materials, assignments and other study sources which document their in-class activity as well as home study. The portfolio constitutes an integral part of the programme assessment. It is monitored and reviewed periodically by the teachers for the purposes of evaluation and in order to provide feedback.


The final examination focuses on the periods and topics covered throughout the programme. At the end of the programme, the students are expected to be familiar with:

  • important historical events, their causes and consequences;
  • main cultural and social themes;
  • dominant literary genres, styles, authors and writings;
  • the issues and topics the readings generate.

The students are encouraged to rely as much as possible on their personal reading experience both from and outside the class and evidenced in their portfolios.


The students are expected to:

  • have read the minimum of 10 works related to the periods covered (see course assignments);
  • are able to identify chief/specific issues, motifs, features contained in them;
  • have understood their historical, cultural and literary contexts and underpinnings;
  • are capable of making connections and producing a consistent view, argument or perspective;
  • are able to think of broader educational potential their readings contain in terms of topics, issues, attitudes etc.;
  • are able to produce and maintain a clearly organized, logically structured portfolio as both a study tool and evidence of their learning progress;
  • are able to sustain an intellectually stimulating, topic-related discourse in fluent English.


Prior to the examination, students will review their portfolios and prepare a list of extensive reading related to the class content. They will bring the portfolio with their reading list for the examination.

At the examination, the student will be given a topic selected by the examiner based on the student´s reading list and portfolio content. The student will then be allotted approx. 15 minutes for preparation, during which they may refer to their portfolio as needed.

The examination proper will consist of an interview with the examiner and, potentially, the other members of the committee, discussing the reading and the topics related to it, using their background knowledge of the historical, cultural and literary period in question.

Programme Description

This is a 6-semester programme which contains both lectures and seminars covering the main areas of English and American studies. In Linguistics, there are the following subjects: Introduction to Linguistics, Phonetics and Phonology, Grammar of English, Lexicology, Stylistics, and Syntax. Literature is covered in the subjects of Introduction to Literary Studies, English Literature and Modern English Literature, American Literature and Modern American Literature. Cultural Studies are discussed in History and Culture of Great Britain, and History and Culture of the US. General English is taught in classes of Practical Language (5 semesters in total). There is also a series of Methodology classes and a seminar on Teaching Practice where students are either asked to observe 5 lessons and teach 3 lessons at a basic school; or those who teach English on a regular basis will document their teaching in a teaching journal. Apart from the above mentioned courses at the Department of English, there are also subjects organized by other departments (i.e. “společný základ”). The course finishes with a written final work of at least 30 pages and a final exam.

In general, courses are supported with e-learning tools; the following are examples of other required study materials:

Chalker, Sylvia. A Student’s English Grammar: Workbook.

Dontcheva-Navratilova, Olga. Grammatical Structures in English.

Hladký, Josef, and Jan Chovanec. Úvod do Studia Anglického Jazyka.

Podroužková, Lucie. A Reader in British Literature.

Tillotson, Geoffrey. A View of Victorian Literature.

Ur, Penny. A Course in Language Teaching: Practice and Theory.

Methodology Courses

Below you can see an overview of what students of the Rozšiřující studium AJ pro ZŠ programme can expect from each semester of Methodology and their Teaching Practice at our department.

You can find all necessary documents for your teaching practice at the Teaching Practice page.

Semester Methodology Course School Experience Course
3. AJ2RC_DIDA (credit)Basic principles in teaching English to young learnersLiterature:DUNN, Opal. Developing English with young learners. London: Macmillan, 1991PHILLIPS, Sarah. Young learners. Oxford: Oxford University Press, 1993Penny Ur: A Course in Language Teaching, CUP 1996Jim Scrivener: Learning Teaching, Macmillan, 1994 AJ2RC_VYPA (credit)Teaching practice
4. AJ2RC_DI2B (credit)Teaching language systems, assessment, feedback, materialsLiterature:Jeremy Harmer: How to teach English, Pearson Education Limited 2007Jeremy Harmer: The Practice of English Language Teaching, Longman 1991Penny Ur: A Course in Language Teaching, CUP 1996Jim Scrivener: Learning Teaching, Macmillan, 1994
5. AJ2RC_DI3A(colloquy)Negotiated syllabusLiterature:Collection of compiled journal articles associated with the topic coveredColloquy: group discussion with the portfolio (integrated with language exam) AJ2RC_VYPA (credit)Lesson plansEvidence of teachingand observing
6. AJ2RC_DI3B(exam)New trends in EFLLiterature:Jeremy Harmer: How to teach English, Pearson Education Limited 2007Jeremy Harmer: The Practice of English Language Teaching, Longman 1991Penny Ur: A Course in Language Teaching, CUP 1996Jim Scrivener: Learning Teaching, Macmillan, 1994Exam: successfully passed TKT test, oral exam, portfolio

AJ2MK_TEHO (credit)

Testing and assessment in ELT


HUGHES, Arthur. Testing for language teachers. 2nd ed. Cambridge: Cambridge University Press, 2003


Year Tutors

The English department offers the system of year tutors to facilitate the communication between the students and the department. The role of the year tutors is to guide students through the sophisticated system of study rules and help them deal with challenges they may face.

Please feel free to contact your year tutor if you have questions. You can find out who your year tutor is by using the table below.

Year Tutors

Year 1 Katarína Lexová
Year 2 Jiří Šalamoun
Year 3 Pavla Buchtová

Final Exams

See more information at the page on Final Exams – Rozšiřující studium AJ pro ZŠ.

Final Work

When choosing a topic for the final work, students should choose a topic covered by one of the classes offered in this study programme. Students should then look at the topics suggested by members of our department in IS (under Packages of Topics, under Student) and select a supervisor to contact and work out the details of their cooperation with.

No matter what the topic, the theses must be written in English.

The final version of the work needs to have minimum 54,000 characters, which translates to approximately 30 pages (not including figures and appendices).

Evaluation of the thesis will be given based upon a rubric for evaluation. Students should refer to the General Guidelines for Writing Theses, as well as the Sectional Instructions for Theses for those writing on topics in each section.